Archives for June 2025

Inclusive Services in Jacksonville: Haircuts, Dentistry, & More

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Jacksonville continues to expand its network of inclusive services, making everyday life—like haircuts, dental visits, and medical appointments—more comfortable for families of children with autism, self-regulation struggles, and sensory differences. Here’s a guide to the best local offerings.

Autism-Friendly Haircuts & Grooming

Special-Needs & Inclusive Dental Care

Disability-Aware Medical & Therapy Services

  • Bahri Dental Group maintains Level AA accessibility on their website—signaling a commitment to disability access and welcoming medical services bahridental.com.
  • Pediatricians and specialists across Jacksonville are increasingly trained in trauma-informed and autism-aware care, with additional assessments and support for sensory needs—check with your provider directly.
  • Autism- and Sensory-Friendly Pediatricians in Jacksonville
  • Finding a pediatrician who understands and accommodates sensory and developmental needs can make a world of difference for families.
  • Coastal Pediatric Therapy Center (Jacksonville Beach): Offers pediatricians alongside speech, OT, physical therapy, and developmental specialists in a sensory-aware clinical setting jkpeds.com+7beaminghealth.com+7beaminghealth.com+7wolfsonchildrens.com+1fun4firstcoastkids.com+1.
  • Angel Kids Pediatrics (multiple Jacksonville locations): Specializes in developmental disorders, autism, ADHD, and behavioral challenges, with experienced providers offering compassionate, family-centered care fun4firstcoastkids.com+2myangelkids.com+2myangelkids.com+2.
  • PM Pediatric Care (Mandarin/Jacksonville): Known for addressing anxiety, sensory differences, PTSD, and offering behavioral support—families note caring, thorough patient experiences myangelkids.com+4pmpediatriccare.com+4pedsargyle.com+4.

Recommended Pediatricians for Inclusive Care

These providers are known for their experience working with children who have developmental or behavioral diagnoses and sensory sensitivities:

  • Dr. Ashraf Affan – Angel Kids Pediatrics
    Founder of Jacksonville’s largest pediatric practice specializing in children with developmental needs. Offices offer mental health integration, extended appointments, and staff trained in trauma-informed and sensory-sensitive care. Multiple locations, including Northside, Arlington, and Orange Park.
    Website: angelkidspediatrics.com
  • Coastal Pediatric Therapy Center (Jacksonville Beach)
    Combines developmental pediatricians with speech, OT, and behavioral therapists—all under one roof. This integrative approach is ideal for back-to-school readiness, including physicals and therapy screenings.
    Website: coastalpediatrictherapy.com
  • Dr. Jeanette Hough – Carithers Pediatric Group
    Widely praised for calm, responsive care and a strong understanding of ADHD, anxiety, and developmental differences. Flexible scheduling and clear, parent-inclusive communication.
    Website: carithersgroup.com

Tips for Physicals and Immunizations for Children with Special Needs

  1. Request early morning or late afternoon appointments to avoid long waits and crowded waiting rooms.
  2. Ask for a sensory-friendly room (dim lighting, less visual clutter, less noise).
  3. Bring supports: weighted blanket, noise-canceling headphones, comfort item, visuals, or AAC device.
  4. Use a social story to preview what will happen: “First the doctor looks at your ears, then your heart, then we get a sticker.”
  5. Ask if immunizations can be given in a private room or at the beginning of the visit to minimize anticipatory anxiety.
  6. Offer choices when possible: “Which arm for the shot?” or “Do you want to sit on my lap or the table?”
  7. Schedule a separate visit for shots, if needed, to avoid overwhelming your child during the physical.

Quick Reminders for Families

  • Most schools require a Florida Certification of Immunization (Form DH 680) and a School Entry Health Exam (Form DH 3040) before the first day.
  • Children entering kindergarten and 7th grade often need additional immunizations.
  • Don’t wait—many inclusive providers book up quickly in July and early August.

Recommendation: How Families Can Maximize Sensory-Friendly Services

  1. Communicate upfront: Inform staff about your child’s sensory triggers and calming tools.
  2. Ask about quiet hours or early/late appointments with reduced stimuli.
  3. Bring familiar comforts: headphones, fidgets, weighted blanket, or comfort items.
  4. Preview visits: Virtual tours or visual schedules can ease anxiety.
  5. Provide feedback: Praising strategies that worked helps these providers continue inclusive practice.

Inclusive Fun in Jacksonville: Sensory Gyms, Playgrounds & Recreation for All Abilities

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Jacksonville is becoming an increasingly inclusive city for children and teens with disabilities. From sensory gyms and adaptive sports to splash pads and Special Olympics events, there are countless opportunities for families to explore, play, and thrive—together.

Sensory Gyms & Indoor Play Centers

Sensory Towne (Baymeadows)
This premier indoor sensory gym offers open play, creative classes, birthday parties, and calm, therapeutic environments for children ages 6 months to 8 years. It’s a great place to explore movement, social play, and sensory integration.
sensorytowne.com

We Rock the Spectrum – Jacksonville (San Jose Boulevard)
This inclusive indoor playground features sensory-safe equipment like zip lines, crash mats, and climbing walls. Programs include social skills groups, creative arts classes, and even teen nights for older kids.
werockthespectrumjacksonville.com

Inclusive Playgrounds & Outdoor Spaces

Northeast Creek Park Inclusive Playground
This fully accessible playground includes wide ramps, transfer stations, and open play spaces so children of all mobility levels can enjoy side-by-side play.

Hanna Park Playground & Splash Pad
Located by the beach, this outdoor play area includes an accessible water playground and scenic trails perfect for inclusive family adventures.

Jacksonville Zoo Play Park & Splash Park
The zoo features a large, jungle-themed play area with water elements, sensory-friendly activities, and a goat petting zoo—great for hands-on engagement.

Adaptive Recreation Programs in Jacksonville

Jacksonville Parks Adaptive Recreation
The City of Jacksonville offers year-round adaptive programs for all ages, including swimming, fitness, and competitive sports leagues.
jacksonville.gov

AQUAfin Swim School & Sunsational Swim
These programs provide private and small-group swim lessons tailored for children with special needs, starting as young as two months. The focus is on water safety, sensory regulation, and confidence-building.

Field of Dreams Baseball – Aberdeen Park (St. Johns County)
An ADA-accessible baseball complex with inclusive leagues designed specifically for children with physical or developmental disabilities. Programs are free and focused on fun.

Inclusive Sports, Clubs & Events

Special Olympics Florida – Jacksonville Chapter
Offering adaptive athletics such as soccer, track, basketball, and bowling, Special Olympics Florida supports over 76,000 athletes, including many in the Jacksonville area.
specialolympicsflorida.org

Cecil Recreation Complex
This city-run complex features inclusive facilities for sports, swimming, and fitness for families and youth of all ability levels.

Dance, Ice Skating, and Creative Play

We Rock the Spectrum – Dance & Art Classes
This center also hosts sensory-friendly movement and dance classes, adaptive painting sessions, and themed creative events like “Painting with Rapunzel.”

Community First Igloo (Jacksonville Ice)
The Igloo offers adaptive Learn-to-Skate programs, inclusive hockey and figure skating lessons, and accessible curling events—welcoming kids of all abilities.
visitjacksonville.com

Mainspring Academy Spotlight: Upcoming Inclusive Sports Events

Mainspring Academy proudly hosts two inclusive Special Olympics individual skills events:

January 30, 2026: Basketball & Flag Football
April 17, 2026: Soccer & Track

These events give students with disabilities the chance to showcase their abilities in a supportive, skills-based competition format that celebrates progress and participation.

Tips for Families Attending Inclusive Events

  • Preview the environment: Look for calm areas and accessible amenities ahead of time.
  • Ask about accommodations: Many venues offer sensory hours or trained staff for adaptive needs.
  • Pack supports: Noise-cancelling headphones, comfort items, or visual schedules can help transitions.
  • Talk to coordinators: Don’t hesitate to ask how programs can meet your child’s specific needs.
  • Celebrate small wins: Engagement, exploration, and joy—at any level—are victories worth cheering for.

Growing Opportunities

Jacksonville’s growing number of inclusive recreational opportunities means more families can participate in meaningful experiences without barriers. Whether you’re looking for weekend fun or structured programs, the city offers countless ways for children with special needs to feel included, supported, and empowered.

Fall & Halloween Family Events in Jacksonville — Inclusive Options & Mainspring’s Sensory-Friendly Festival

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Autumn in Jacksonville offers a rich variety of activities from pumpkin patches to fall festivals, haunted trails, and sensory-friendly celebrations perfect for kids and teens of all abilities.

Local Pumpkin Patches & Fall Festivals

Inclusive & Sensory-Friendly Events

  • Sensory-Towne Halloween Glow (date TBD): A low-stimulus costume party with crafts and games, ideal for sensory-sensitive families .
  • MOSH Family Sensory Night: Quiet evenings at the Museum of Science & History featuring calm rooms and dimmed lighting .
  • Chuck E. Cheese Sensory Sensitive Sundays: Reduced-noise, dimmed lighting days at Avenues location on the first Sunday each month chuckecheese.com.

General Family Events

Mainspring Academy’s Event

  • Mainspring Academy Sensory-Friendly Fall Festival – October 31, 2025
    Inclusive, low-stimulus celebration with interactive stations, games, Trunk or Treat, costume showcase, bounce houses, and snow cones, and allergen-free candy. Costumes welcome for students and volunteers!

Family Tips for Enjoying the Season

  1. Call ahead to ask about sensory accommodations and quiet zones.
  2. Arrive early to beat crowds and set a calm tone.
  3. Bring sensory aides like noise-canceling headphones and fidgets.
  4. Identify calm-down spots in advance.
  5. Use social stories to prepare kids for new sights, sounds, and crowds.

The Role of Sensory Integration in Behavior, Learning, and Emotional Regulation

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If a child constantly fidgets, avoids textures, melts down after noisy transitions, or crashes into things, the issue may not be behavioral at all…it may be sensory.

For students with autism, developmental disabilities, ADHD, or sensory processing disorder (SPD), how the brain receives and organizes sensory information has a direct impact on how they behave, how they learn, and how they regulate emotions.

At Mainspring Academy, where most students have complex support needs and sensory challenges, sensory integration isn’t a supplement. It’s a foundation.

What Is Sensory Integration?

Sensory integration refers to how the brain organizes input from the senses (sight, sound, touch, movement, body position, taste, and smell) and turns it into functional responses.

When this process is disrupted (as it is in children with SPD or autism), students may:

  • React strongly to textures, sounds, or lights
  • Struggle to sit still or stay focused
  • Avoid or seek out sensory input (e.g., crashing, spinning, chewing)
  • Have difficulty transitioning between tasks or settings
  • Display emotional outbursts or withdrawal

These aren’t just “behaviors”, they’re communication.

Why Sensory Integration Matters in the Classroom

Students cannot access learning or behavior plans when their sensory systems are dysregulated.

According to Schaaf et al. (2014), sensory integration-based interventions significantly improve functional skills, self-regulation, and classroom participation in children with autism. Without these supports, sensory overload can trigger distress, distraction, or shutdown, often misinterpreted as defiance or disengagement.

At Mainspring Academy, sensory integration strategies are embedded into every classroom, not just therapy sessions.

Sensory Integration in Action: How It Helps

When done well, sensory integration helps students:

  • Increase focus and task engagement
  • Reduce anxiety and meltdowns
  • Improve transitions and flexibility
  • Develop self-awareness and regulation skills
  • Build tolerance to sensory input (e.g., grooming, group settings)

Occupational therapists use sensory diets (customized activity plans) to provide the right balance of input throughout the day through movement breaks, tactile play, proprioceptive input, or calming routines.

What Sensory Integration Looks Like at Mainspring Academy

Our classrooms are intentionally designed to promote sensory regulation:

  • Weighted lap pads and compression vests
  • Movement-based learning and embedded gross motor breaks
  • Fidget tools and tactile bins
  • Noise-reduction headphones and visual timers
  • Calm corners for self-regulation
  • Integrated OT support into the daily routine

Staff are trained in recognizing sensory-driven behaviors and using strategies from Ukeru, TEACCH, and trauma-informed care to respond calmly and consistently.

How Families Can Support Sensory Integration at Home

  • Create a calm-down space with familiar sensory tools
  • Use visuals and routine charts to reduce transitions
  • Offer deep pressure input (hugs, blankets, body socks)
  • Include movement breaks in the home schedule
  • Work with your child’s OT to carry over sensory strategies
  • Celebrate regulation as much as academic growth

Regulation Unlocks Learning

When the sensory system is in sync, students are more present, open to learning, and able to form stronger relationships. Sensory integration doesn’t just change how a child behaves—it transforms how they feel in their body and their environment.

Because regulation isn’t optional…it’s what makes progress possible.

Want to see how sensory integration is built into every school day? Schedule a tour.
We’d love to show you what real support looks like for students with sensory and behavioral challenges.

References

Schaaf, R. C., Benevides, T., Mailloux, Z., Faller, P., Hunt, J., van Hooydonk, E., … & Kelly, D. (2014). An intervention for sensory difficulties in children with autism: A randomized trial. Journal of Autism and Developmental Disorders, 44(7), 1493–1506. https://doi.org/10.1007/s10803-013-1983-8

Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A., & Osten, E. T. (2007). Concept evolution in sensory integration: A proposed nosology for diagnosis. American Journal of Occupational Therapy, 61(2), 135–140. https://doi.org/10.5014/ajot.61.2.135

Inside a Sensory-Friendly Classroom: Why It Matters for Kids with Autism and SPD

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For children with autism or sensory processing disorder (SPD), a standard classroom can feel chaotic, overwhelming, and even painful. Bright lights, echoing sounds, unexpected transitions, and crowded spaces may trigger anxiety, dysregulation, or shutdown.

That’s why sensory-friendly classrooms aren’t just a bonus…they’re essential for many students to feel safe enough to learn.

At Mainspring Academy, where most students have autism and sensory processing challenges, sensory-friendly environments are the foundation, not an afterthought.

What Is Sensory Processing Disorder?

Sensory Processing Disorder (SPD) refers to difficulties in how the brain interprets and responds to sensory input. This includes sights, sounds, textures, movements, and more. Children with SPD may be:

  • Over-responsive (hypersensitive): easily overwhelmed by light, noise, touch, or textures
  • Under-responsive (hyposensitive): may seek out crashing, spinning, or intense input
  • Sensory seekers or avoiders: often fluctuate between the two

According to research, 80–90% of children with autism experience significant sensory differences (Tomchek & Dunn, 2007). Left unaddressed, these challenges can lead to behavioral outbursts, avoidance, anxiety, and poor academic engagement.

Why Sensory-Friendly Classrooms Matter

A sensory-friendly classroom is designed to reduce overload and provide the right kind of input to help students regulate and focus. These environments help students:

  • Stay calm and attentive
  • Transition more easily between tasks
  • Develop better self-regulation
  • Build trust in their surroundings
  • Learn without constant fight-or-flight triggers

According to Schaaf et al. (2014), sensory-based interventions significantly improve daily functioning, adaptive skills, and classroom engagement in students with autism.

What Sensory-Friendly Classrooms Look Like at Mainspring Academy

At Mainspring, sensory-friendly design is intentionally built into each learning space:

  • Natural or dimmable lighting (avoidance of fluorescent flicker)
  • Noise-reducing headphones and quiet zones
  • Visual schedules and first/then boards to support routine
  • Flexible seating: floor cushions, wiggle stools, standing desks
  • Tactile tools: fidget boxes, textured mats, chew-safe items
  • Calming areas for decompression with soft lighting and weighted blankets
  • Embedded movement breaks throughout the day

We also integrate Occupational Therapy (OT) and behavioral supports into the classroom, so sensory regulation is not isolated…it’s part of the learning day.

How Families and Schools Can Work Together

Sensory regulation doesn’t stop at the school door. Families and schools can partner to support a child’s sensory needs across environments.

Schools can:

  • Conduct sensory profiles or assessments
  • Embed sensory accommodations in IEPs or ILPs
  • Train all staff in trauma-informed sensory strategies
  • Share regulation tools and strategies with families

Families can:

  • Create a calm-down space at home
  • Use consistent visuals and timers
  • Advocate for sensory supports during meetings
  • Communicate patterns they see at home (“He avoids noise at dinner,” “She spins a lot when excited.”)

Regulation Comes Before Learning

Sensory-friendly classrooms allow students to feel safe in their bodies and their environment. And when students feel safe, they are better able to connect, engage, and grow academically and socially.

Because for many students with autism and SPD, calm isn’t just comfort…it’s access.

Want to see a sensory-friendly classroom in action? Schedule a tour today.
Come visit Mainspring Academy and see how thoughtful environments help our students thrive.

References

Schaaf, R. C., Benevides, T., Mailloux, Z., Faller, P., Hunt, J., van Hooydonk, E., … & Kelly, D. (2014). An intervention for sensory difficulties in children with autism: A randomized trial. Journal of Autism and Developmental Disorders, 44(7), 1493–1506. https://doi.org/10.1007/s10803-013-1983-8

Tomchek, S. D., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61(2), 190–200. https://doi.org/10.5014/ajot.61.2.190

How Nonverbal and Minimally Verbal Children Communicate: Tools and Progress You Can’t Always See

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When people think of communication, they often think of spoken words. But for many children, especially those with autism, developmental disabilities, or complex language disorders, speech is just one of many ways to communicate.

At Mainspring Academy, 85% of students are nonverbal, minimally verbal, or diagnosed with mixed receptive-expressive language disorder. That doesn’t mean they aren’t communicating. In fact, they often are … in ways that require patience, observation, and the right tools to understand.

What Does “Nonverbal” Really Mean?

Being nonverbal doesn’t necessarily mean a child never speaks. It often means:

  • They may speak only a few words or phrases
  • They rely on gestures, behaviors, or body language to communicate
  • They may speak only in familiar routines or when prompted
  • Their speech may be inconsistent or echolalic (repeating words without intent)

Minimally verbal children may have a few spontaneous words, but still depend heavily on alternative methods to express themselves.

What’s important to remember is: communication is happening, even when speech is limited.

Communication Tools Beyond Speech

At Mainspring Academy, students are supported with a variety of evidence-based communication systems, such as:

  • AAC (Augmentative and Alternative Communication) devices like iPads with Proloquo2Go or LAMP
  • PECS (Picture Exchange Communication System) cards for requesting and labeling
  • Physical gestures paired with verbal prompting
  • Visual supports like first/then boards, visual schedules, or emotion charts
  • Core boards and communication books used consistently across classrooms and therapy spaces

According to research from the American Speech-Language-Hearing Association (ASHA), the use of AAC devices can significantly improve expressive language development, social interaction, and behavioral regulation, even in children who are considered nonverbal (ASHA, 2022).

Progress You May Not See Right Away

Sometimes, progress in communication looks like:

  • A glance toward a symbol to make a choice
  • Pressing a picture on a speech device
  • Pausing before a meltdown to point to “help”
  • Imitating a hand sign for “more” instead of screaming

These moments are small, but powerful. They represent growing trust, emotional regulation, and developing pathways to language. They are stepping stones toward independence.

Studies show that when AAC and other systems are introduced early and supported consistently, children are more likely to develop spontaneous communication and reduce frustration-based behaviors (Drager et al., 2010).

How Schools and Families Can Support Nonverbal Communication

At Mainspring Academy, communication is everyone’s responsibility, not just the speech therapist’s.

What schools can do:

  • Embed AAC and visuals into the entire school day
  • Train all staff to model and prompt communication
  • Track and celebrate all communication attempts, not just verbal ones
  • Ensure communication systems are portable and used in every setting

What families can do:

  • Learn your child’s communication system and model its use at home
  • Avoid speaking for your child—offer choices and wait
  • Celebrate attempts to communicate, even if imperfect
  • Use visual aids (charts, timers, photos) to reduce frustration and support expression
  • Ask the school, “How can we reinforce this at home?”

A Voice Doesn’t Have to Be Verbal

The goal isn’t always speech… it’s understanding and expression. Some children will develop spoken language. Others may always rely on AAC or other systems. Either way, every child deserves to be heard.

And the truth is: once you learn how to listen, you’ll see they’ve been communicating all along.

Want to see how Mainspring supports nonverbal students every day? Schedule a tour.
We’d love to show you the tools and strategies we use to support every child as they find their voice.

References

American Speech-Language-Hearing Association. (2022). Augmentative and alternative communication (AAC). https://www.asha.org

Drager, K. D. R., Light, J. C., & McNaughton, D. (2010). Effects of AAC interventions on communication and language for young children with complex communication needs. Journal of Pediatric Rehabilitation Medicine, 3(4), 303–310. https://doi.org/10.3233/PRM-2010-0146

What Are Speech and Language Disorders – And How Can Families and Schools Support Children Who Have Them?

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Many families hear that their child has a “speech delay,” “expressive-receptive language disorder,” or is “nonverbal or minimally verbal” but walk away unsure of what that actually means. These terms are often used interchangeably, yet they refer to distinct challenges that impact how a child communicates, understands, and connects with the world.

At Mainspring Academy, where 85% of students are nonverbal, language impaired, or diagnosed with mixed receptive-expressive language disorder, we know how important it is to understand the difference…and how much support at school and at home can make a difference.

What’s the Difference Between a Speech Disorder and a Language Disorder?

Though often grouped together, speech and language refer to different aspects of communication.

Speech Disorders affect how sounds are formed and spoken:

  • Articulation disorders (e.g., “wabbit” for “rabbit”)
  • Fluency disorders (e.g., stuttering)
  • Voice disorders (e.g., harsh, breathy, or nasal tone)

Language Disorders affect the understanding and use of words:

  • Receptive language: difficulty understanding language
  • Expressive language: difficulty using words, forming sentences
  • Mixed receptive-expressive: both are impacted

Children may have one or both types. A child might speak clearly but struggle to understand instructions (receptive). Another may understand everything but have trouble forming words or sentences (expressive).

Why It Matters in the Classroom

Students with language and communication disorders are often misunderstood in traditional classroom settings. Challenges with processing directions, following conversations, or expressing needs can lead to behavior referrals, low academic engagement, or social isolation.

According to the American Speech-Language-Hearing Association (ASHA), as many as 7–8% of children in early grades have a language impairment, yet many go undiagnosed (ASHA, 2022). Early intervention, along with consistent speech-language support in school, has been shown to improve both academic and social outcomes (Justice et al., 2010).

How Mainspring Academy Supports Communication Challenges

At Mainspring, speech and language support can be embedded into daily routines, not isolated to therapy rooms. Students can receive individualized speech-language goals aligned with their Individualized Learning Plan (ILP) and supported by:

  • Certified speech-language pathologists (SLPs)
  • Visual and AAC (augmentative and alternative communication) systems
  • Structured social skills training
  • Staff-wide strategies that reinforce communication across all settings

We believe that communication is more than speech…it’s connection. That’s why we celebrate all forms of communication, including picture exchanges, devices, gestures, and sign language.

What Parents Can Do to Help

Whether your child speaks fluently or uses an AAC device, communication growth happens when home and school work together.

At home, you can:

  • Use visual supports (e.g., picture schedules or labels)
  • Model simple, clear sentences
  • Allow extra time for your child to respond
  • Use and respect their communication method (verbal or nonverbal)
  • Narrate routines or actions (“Now we’re putting on shoes”)

You can also ask your child’s therapist or teacher:

  • “What specific goals is my child working on?”
  • “How can we carry that over at home?”
  • “Can you model how to use this AAC system/device?”

Progress Looks Different—But It Happens

Some children may develop verbal language. Others may rely on devices or gestures. What matters most is that the child is understood, respected, and supported to express themselves.

When school and family work in partnership, students begin to trust that their voice—in whatever form it takes—has value.

Want to see how Mainspring supports communication every day? Schedule a tour.
We’d love to learn about your child and show you what real language support looks like in action.

References

American Speech-Language-Hearing Association. (2022). Language disorders. https://www.asha.org

Justice, L. M., Logan, J. A., & Jiang, H. (2010). Socioeconomic status and language development in the preschool years. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 17(2), 35–43. https://doi.org/10.1044/cds17.2.35

What Florida Parents Need to Know About FES-UA, Matrix Scores, and IEP Rights in Private Special Education

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Many parents of children with special needs in Florida are doing their best, but feel like they’re navigating the education system blindfolded.

At Mainspring Academy, we often meet families who arrive for a school tour unsure of how scholarships work, what their child’s Matrix score means, or that they have a voice in shaping their child’s educational plan. Some say they’ve never even been to their child’s IEP meetings. Others express:
“I wish someone had explained this from the beginning.”

Here is an article that breaks it down clearly, simply, and with you in mind.

What Is the FES-UA Scholarship?

The Family Empowerment Scholarship for Students with Unique Abilities (FES-UA) is a state-funded program from Step Up for Students that helps eligible Florida students with disabilities access private school education, therapies, and related supports.

If your child has a documented, qualifying diagnosis or an active IEP or 504 Plan, they may qualify. Scholarship amounts vary by district and are based on the student’s Matrix score, (which ranges from ESE Levels 251–255). If you do not see the pages titled “Matrix of Services” pages towards the end of your child’s IEP document, you may only have a draft or addendum copy. Ask your child’s school for the finalized copy.

Funding amounts for FES-UA change every school year and vary by grade level and district. For the 2025–26 school year in Duval County:

  • Students with Matrix Levels 251–253 receive between $9,667 and $10,405
  • Students with Matrix Level 254 receive $21,848
  • Students with Matrix Level 255 qualify for $35,154
    (Florida Department of Education, 2025)

Note: If your child has a documented, qualifying diagnosis but no formal Matrix score, they will receive the base Level 251–253 funding amount.

Be sure to have the following information prepared before you apply:

  • Proof of Florida residency
  • Social security numbers for you and your student
  • Diagnosis documentation
  • Proof of student’s age
    (FES-UA Family Handbook, 2025)

Once your application is approved, funds will be deposited on a quarterly basis into an Education Savings Account (ESA) on the student’s new Education Market Assistant (EMA) account.

What Is a Matrix Score, and Why Does It Matter?

The Matrix of Services is used to determine the level of support a student with an IEP receives in public school. But it also affects how much funding a child receives under the FES-UA scholarship if they transition to a private school.

  • The Matrix score ranges from 251 to 255
  • Many parents have no idea their child even has a Matrix score

Tip: You have the right to request your child’s Matrix score and even challenge it if you believe the level of need is inaccurately represented (Florida DOE, 2023).

Do Parents Have a Say in the IEP? Absolutely.

IEPs should be collaborative, not dictated. Federal law requires that parents be part of the IEP team, but too often, parents feel unheard or excluded.

At Mainspring Academy, we often hear from families who:

  • Were told “we do not have the resources”
  • Didn’t receive copies of the IEP
  • Felt they weren’t included in setting functional goals
  • Felt ignored in their requests for initial evaluations, and team meetings regarding additional support

That’s not how it’s supposed to work.

In fact, the Individuals with Disabilities Education Act (IDEA) guarantees parents the right to:

  • Be equal partners in IEP meetings
  • Review and request changes to the IEP
  • Advocate for goals that reflect their child’s needs, not just district resources

Private schools like Mainspring may not fall under IDEA in the same way public schools do, but we mirror the process through our own Individualized Learning Plans (ILPs), and parent input drives everything.

“I Wish Someone Had Told Me This”

We hear it often, and that’s why advocacy and education are part of every tour at Mainspring.
Because the better informed parents are, the better they can advocate – not just for school choice, but for meaningful educational progress.

Need Help Navigating It All? Consider a Professional Advocate.

If the IEP process, Matrix scores, or scholarship paperwork feels overwhelming, you’re not alone. Many Florida parents choose to work with a special education advocate to help them understand their child’s rights, ensure their needs are fully represented, and prepare for school meetings.

Advocates can:

  • Help interpret IEPs and Matrix scores
  • Attend meetings with you
  • Support FES-UA funding appeals or school transitions

Ask us for some local advocate referrals during your child’s tour and we’ll be happy to share!

An experienced advocate can help you feel confident, informed, and supported because no parent should have to navigate this system alone.

What Florida Parents Can Do Today

  1. Apply for the FES-UA Scholarship through Step Up for Students or AAA.
  2. Request a copy of your child’s IEP and Matrix score from the public school.
  3. Know your rights to participate in and shape the IEP or ILP.
  4. Tour private schools that prioritize individualized instruction and parent collaboration.

Touring a private special education school?
Ask about planning processes, embedded therapies, class sizes, and how your voice fits into the team.

Schedule a tour at Mainspring Academy today.
We’ll take the time to explain, advocate, and help you understand what options are available for your child.

References

Florida Department of Education. (2024). Matrix of Services Handbook. https://www.fldoe.org

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea

Step Up For Students. (2025). FES-UA Scholarship Overview. https://www.stepupforstudents.org

A Parent’s Guide to Understanding the IEP Process in Private Special Education Settings

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Flexible, Personalized Education Planning

Navigating special education can feel overwhelming, especially for families trying to understand how the Individualized Education Program (IEP) works in private school settings. While public schools follow strict federal guidelines under the Individuals with Disabilities Education Act (IDEA), private special education schools like Mainspring Academy follow a different (but equally supportive) process.

In fact, when implemented thoughtfully, private schools can offer more individualized, therapeutic, and consistent support than many public settings.

What Is an IEP, and Who Qualifies?

An IEP is a legally binding document under IDEA that outlines a student’s learning goals, accommodations, related services (such as speech or occupational therapy), and placement. In Florida, a public school must conduct a formal evaluation through the Exceptional Student Education (ESE) department to determine eligibility for an IEP.

However, when a student transfers to a private special education school, the public school district is no longer required to develop or implement an IEP. Instead, some students may be eligible for a service plan through Equitable Services – a federal provision under IDEA that applies to private school students (Florida DOE, 2023).

How Private Special Education Schools Handle the IEP Process

Although private schools are not mandated to follow IDEA’s IEP format, many (especially those serving students with complex needs) create internal equivalents that are just as comprehensive.

At Mainspring Academy, every student receives an Individualized Learning Plan (ILP). This plan includes:

  • Present levels of academic and functional performance
  • Measurable annual goals across academics, behavior, and daily living
  • Integrated strategies used across therapy and classroom settings
  • Regular progress monitoring with family updates
  • Collaborative team meetings involving teachers, therapists, and parents

Because private schools aren’t bound by public education timelines, ILPs can be updated more frequently and with greater collaboration, focusing on true growth, not just compliance.

ILPs vs. IEPs: What’s Different and What’s Better

Here’s how Individualized Learning Plans (ILPs) at Mainspring compare to public school IEPs:

FeaturePublic School IEPMainspring Academy ILP
Legally requiredYes (under IDEA)No (internally developed)
Update timelineAnnually (at minimum)As needed
Services offeredLimited by district resourcesEmbedded into daily instruction
Class sizeOften 15+ students6:2 student-to-staff ratio
Team communicationOften fragmentedConsistent team meetings
Goal flexibilityTied to state standardsBased on functional, individualized benchmarks

Why This Model Works: Data-Driven Results

Research supports the benefits of specialized private education:

  • Smaller classrooms with embedded services lead to higher engagement, greater goal achievement, and improved independence for students with complex needs (Lang et al., 2010; Blatchford et al., 2011).
  • Environments that offer dynamic and collaborative planning help students progress faster because interventions are consistent, relevant, and student-specific (Yell et al., 2021).

What Parents Should Know When Transitioning to a Private Special Education School in Florida

If you’re considering a move to a private special education school like Mainspring Academy, here are key steps to take:

  1. Request a copy of your child’s most recent IEP before withdrawing from the public school.
  2. Ask about the private school’s individualized planning model, such as an ILP.
  3. Share past evaluations, therapy records, and IEP goals to build a strong, personalized plan.
  4. Stay involved—your voice is a crucial part of the team, and private schools highly value family collaboration.

Discover the Difference at Mainspring Academy

At Mainspring Academy, individualized planning isn’t just a formality…it’s a daily commitment to growth. Our team works together to build and adapt plans that help each student thrive across academics, behavior, communication, and life skills.

Tell us about your child and schedule a tour today.
We’d love to show you how we support students with diverse learning needs through meaningful, personalized planning.w we support students with diverse learning needs through meaningful, personalized planning.

References

Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress. British Educational Research Journal, 37(3), 443–464. https://doi.org/10.1080/01411921003765544

Florida Department of Education. (2023). Equitable services for private school students with disabilities. https://www.fldoe.org

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). https://sites.ed.gov/idea

Lang, R., O’Reilly, M., Machalicek, W., Rispoli, M., Shogren, K., & Regester, A. (2010). Review of functional living skills training for individuals with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 45(3), 335–348.

Yell, M. L., Katsiyannis, A., Losinski, M., & Ennis, R. P. (2021). Individualized education programs (IEPs) and special education law. Intervention in School and Clinic, 56(4), 212–219. https://doi.org/10.1177/1053451220954897

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